The comet. (Johnson City, Tenn.) 1884-1916, 1887-08-04
WHOLE NO. 173
a Talk with Young Teachers.

Fully admitting the veracity of the
trite saying concerning experience,
l can not forbear speaking few
words to young teachers and those ON
the eve of beginning as such. Quit
ting school at quite youthful age, !
started out to test life for myself, hap
Ipy in being able to bear the cognomen
of-teacher! cannot remember the
time when | did not look forward with
great anticipation to the period in
which | might impart knowledge
and be of general utility to dozens of
dear, darling angels dreaming with
in the walls of home about the social
tireside and near dear mother, however
girls, is widely different from contact
with the world, which is slow to ac-
knowledge merit, but quick at dis
cerning demerit; but with u mothers
blessing, left all and went out into u
land Of strangers, timid sensitive. Ere
two weeks | discovered these posses
sions. Twas too timid, too sensitive.
Again there was deficiency where dig
nifty should have been. In retrospect
tions aboutthe cherry ireside, Iremem-
bered how | loved our gentle, social
teachers and also thought of the ex-
treme respect and admiration / bore
for the more reserved and dignified
ones. | do not sanction affection,
but | believe there are certain traits
to be cultivated as surely as it is IN
tended for the voice to be trained to
develope its sweetness and power.
often thought how amused an old
acquaintance would be to enter my
dominion and behold, instead of the
timid girl, the dignifed (for the time
being) School marm", Another re-
quisite, young ladies, is confidence as
to your ability do not overate your
powers, nor yet underate them.
Many youthful istructors possess the
knowledge but are deficient in the art
ofapplyingit. Here endeavor, backed
by confidence, must appear In
short while ! discovered there was
fallacy in the adoption of rules vary
ing to agree with the character OF the
pupils. | attempted such. For in
stance in my school where two boys
OF five years, beginning, of course
with equal advantages, one progressed
rapidly from the Primer to the Fourth
Reader whilst under my instruction,
the second did not emerge from the
deeply vexing elements of our Ian
guage. Because fused corporal pun
ishment to urge on the dull witted
child, and gave words of encourage
ment to the bright boy, a hastely
penned note was placed in my hand
| by angry daughter of irate mama, say
Ing her dear boy could not be submit
ted to such treatment at any hands.
What was / to do? On occasions
when relented sufficiently to speak
cheelingly to the little chrub and in
the ensuing seconds, glancnd to see the
effects, what do you suppose was the
result? A pair of eyes calmly survey
ing walls as if he we're on the eve Of
contracting for the construction of q
like building, book closed and cup
side down. There were seepless
nights on my part wavering | resum-
ed my duties with a heavy hart, hav-
, ing learnt we'll new lesson. ! adopt
ed a course of rules which | required
each pupil to observe with the same
degree of care, not varying one iota,
tho one dear, little boy with great,
| gray eyes and loving disposition shed
5 tears at my decided words | felt that
+ such rules we're necessary for the sue
cess of my school and have never
> regretted it.
t Now, while it is to be supposed that
e teachers are very intelligent creatures
, there are times when the most
gifted may be puzzled. Should there
; be an example you were unable to see
thro' at the moment you should not
allow yourself to become impatient
nor irritable; calmly explain the diff
& ficulty and promise to work out such
. which you will be enabled to do
0 after quiet reflection. The noisy
+ schoolroom is not propitious to the
i solving OF intricate problems. Whist
4 not giving perfect credency to the
= story of the student in his examin
s. alton who being nonplussed by thC
IS whole, asked permission OF the Prof
l. for moments absence for though
" and quietly pacing up and down hi
g room for brief half hour, was sur
= prised that the responses came "
is clearly, surely, he being successful OF
n. resuming his work; yet on a few oc
10 casions | have been puzzled for tht
~ moment by problem some advanced
u pupil might present; always, ON re
Election, presenting, in turn solving
clearly and successfully.
Girls, be decided, There is nothing
more injurious to your success as
teacher than want OF decision
PC require q certain amount of pro
80 ficiency in each pupil and accer
" nothing less Many young ladies ar
st thrown out upon their own resource
IA and this is their only allowance, asid
re from life midst ribbons, laces an
~ silks in close bonnet shops and dres
8 making establishments which labC
ne not only exhausts bodily vigor bl
he dullo mental faculties. Each gradual
he would do well to apply her knowleds